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Full-Text Articles in Education
Do Students’ Questions During Chemistry Lectures Predict Perceived Comprehension And Exam Performance?, Bradley W. Bergey, Jennifer G. Cromley, Avi Kaplan, James D. Bloxton Ii
Do Students’ Questions During Chemistry Lectures Predict Perceived Comprehension And Exam Performance?, Bradley W. Bergey, Jennifer G. Cromley, Avi Kaplan, James D. Bloxton Ii
Publications and Research
Question generation is theorized to support comprehension, self-regulation, and achievement, yet the empirical based for whether and how student-generated questions are associated with comprehension monitoring and whether they predict future performance remain open questions. To address these, we investigated the questions undergraduate students in an introductory chemistry course recorded in question logs across an 8-lecture unit and their relations with post-lecture self-appraisals of comprehension and exam performance. Results indicated that students who generated more questions during lectures, who were able to resolve fewer of their questions, and who generated questions indicating large exam-relevant knowledge gaps reported lower levels of comprehension …
Metacognitive Reading And Study Strategies And Academic Achievement Of University Students With And Without A History Of Reading Difficulties, Bradley W. Bergey
Metacognitive Reading And Study Strategies And Academic Achievement Of University Students With And Without A History Of Reading Difficulties, Bradley W. Bergey
Publications and Research
University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a …
Enhancing Self-Monitoring And Self-Reflection Through A Self-Regulatory Skills Intervention Embedded In A Middle School Mathematics Curriculum, Gregory Digiacomo
Enhancing Self-Monitoring And Self-Reflection Through A Self-Regulatory Skills Intervention Embedded In A Middle School Mathematics Curriculum, Gregory Digiacomo
Dissertations, Theses, and Capstone Projects
The purpose of this study was to investigate the effects of a self-regulatory strategy intervention designed to improve participants' calibration accuracy, self-regulatory skills, and math achievement. Monitoring and self-reflection processes were the main focus of this intervention as they are key processes in many well-validated models of self-regulated learning and have been found to impact academic achievement and overall self-regulatory skill (Bol et al., 2010; Dunlosky & Rawson, 2011; Hacker et al., 2008; Nietfeld et al., 2005). The participants were 30 sixth and seventh grade students who were learning about probability as part of their normal math curriculum during the …